A KS3 introduction to the structure of the atom designed to challenge higher level students (However this lesson could be transferable to lower KS4 classes). Students are introduced to the large hadron collider and compare it to the particle accelerator Tony Stark creates in Iron man 2. Students use a range of materials to create their own atomic model of an atom using the rules learnt from the previous lesson. Students evaluate their own model in reference to its strengths and limitations. This introduction will allow students to further discuss ideas of compounds, bonding and reactivity in a far higher level in future lessons.

Students are introduced to the difference between atoms and compounds through a comparison of a range of substances that include high levels of potassium. Student use this comparison to develop a definition for compounds. Students use their new knowledge to complete four mini- practical investigations to consolidate their learning.

-Students remind themselves of the indicators of a chemical reactions. -The powerpoint runs through the definitions of reactants, products, and the conservation of mass. -Teacher demos magnesium ribbon burning in oxygen to form magnesium oxide, using this to remind students of word equations. -Combustion is used as an example to explain balancing symbol equations. Students could use moli-mods at this point. -Teacher uses the risk assessment/instruction sheet to make a methane (below is a link to my twitter account demonstrated the rocket) rocket before students complete some more questions from the PowerPoint below is a link to my twitter account demonstrating the rocket in a science club https://quik.gopro.com/v/oxR1vLo0Dz/ https://twitter.com/neatguy_watson?lang=en

Students are introduced to the idea that moles are an amount of things similar to pairs and dozen. Using the PowerPoint student are introduced to Avogadro's constant and that a relative atomic mass in grams equals one mole of an atom. Students complete a experiment in which the rotate around the room to weigh different amounts of substances in beakers to calculate how many moles are present. Students use the mass of the beaker and the symbol formula (written on the side) to calculate the mass/mmr. Students practice rearranging the calculation.

Students are introduced for the need of ratios in chemical reactions before running through a worked example on the PowerPoint. Students complete the famous magnesium oxide crucible experiment before completing a range of calculations.

Students complete a six mark question to remind themselves about ionic bonds, inter-molecular forces and molecules. Students are introduced to the common acids and base formulae. Students run through a range of word equation and formula equation tasks using the worksheet and sorting cards. The formula crib sheet supplements this resource.

Each lesson includes a ‘blast from the past quiz’, a range of activities and an AFL task that relates to their progress. This lesson is part of the Environmental Chemistry unit targeted at Year 8s. Students are introduced to an inquiry photograph regarding forest fires. Students use the scenario built up from a video clip that allow the students to investigate what causes combustion. Students are introduced to the evidence that oxygen is an reactant, carbon dioxide is a product. Students write a report to the firefighter with their findings and possible methods of putting the fire out.

Each lesson includes a ‘blast from the past quiz’, a range of activities and an AFL task that relates to their progress. This lesson is part of the Environmental Chemistry unit targeted at Year 8s. Students compete a discussion and inquiry question regarding tan oil. Students complete a range of tasks that introduces them to the mixture crude oil and links the theory of distillation to separation techniques (from Year 7).

Each lesson includes a ‘blast from the past quiz’, a range of activities and an AFL task that relates to their progress. This lesson is part of the Environmental Chemistry unit targeted at Year 8s. Students are introduced to how scientists investigate the Earth’s early atmosphere. They are introduced with the problem of not having empirical evidence (that cannot be directly observed). Students join Doctor who ona journey back to the beginning of the Earth’s early atmosphere. Students observe directly how the Earth’s atmosphere changes and plot the changes on a line graph that overlays oxygen, carbon dioxide and nitrogen changes. Students finish the lesson with an introduciton into the modern day atmosphere.

Students complete reminder questions related to the definition of acids by joining the lines to the correct definition. Students complete an experiment by dissolving magnesium ribbon in different concentrations of acid and timing the rate of reaction. This is related to the idea of concentration of hydrogen ions present.

Students use their results from a previous experiment of melting an ice cube to plot an annotated line graph. Documents are pitched towards a first term Year 7 class. Scaffolded work can be removed and higher differentiated sheet can be used for higher ability KS3 classes who can already plot line graphs independently. Students consolidate their understanding of melting points by applying it to unusual examples such as gallium metal.

Students are introduced to a fictional acid ban carried out by the Head teacher of the school. Students are then introduced to uses and dangers of acids to formulate a letter to the head teacher in support or against his decision for a total acid ban.

KS3 problem solving lesson to discover what caused a train to crash. Students develop an understanding of whether or not solids, liquids and gases can be compressed using a simple experiment. Students use the results from their experiment to explain whether air leaking into the brakes may have caused the crash.

Students are introduced to the gruesome actions of John Haigh the 'Acid Bath Murder of Crawley' through video clips and photographs. Students use their previous knowledge to discuss the dangers of certain types of acid. Students challenge their misconceptions of strength and concentration by completing a series of simple experiments dissolving magnesium in different concentrations of the same acid. Students consolidate their understanding through a series of levelled questions. Although designed as a final lesson to a higher level KS3 class, this could also be used as a stand alone Gifted and Talented lesson at any point in the year.

After a devastating (fictional) acid spill students are introduced to the clean-up crew. Students use their knowledge of acids and alkalis to explain what method of clean-up would be most appropriate and investigate why a white solid seems to appear after the clean-up. Students use a simple experiment to prove the products of an acid-base reaction.

Students are introduced to a fictional scenario applied to their school where a criminal has broken into the school allotment and stolen vegetables (outrageous!). After a quick crash course into the types of evidence a forensic scientist could collect from the scene, students carry out an analysis on soil samples from a range of suspects to determine the identity of the vegetable thief. Students write a letter/report to their headmaster explaining their findings.

Students complete a Venn diagram using key terminology that describes physical properties of metals and non-metals. Students are introduced to the way metal atoms bond Students complete a poster swap task related to variations in different metals. Students complete a 6 mark question related to metallic bonds.

Students investigate the differences in properties of iron and sulphur before completing a simple practical experiment to produce their own sample of iron sulphide.

This lessons is designed to run through extension additional content quickly to a high achieving group. Students are re-introduced to electrolysis. Students fill in the A3 sheet throughout the class discussion. Lesson 1 -electrolysis as decomposition. -Cathode attracts positive cations because they are negatively charged. -anode attracts negative anions because they are positively charged. -OILRIG -oxidation is loss (and) reduction is gain (of electrons) Lesson 2 -Students are introduced to the differences of electrolysing molten materials and solutions containing different solutes. -Students complete a practical experiment: Electroplating a iron nail with copper. -Students complete exam questions.

Well the answer is no... Students watch a small clip from the 2008 movie Journey to the Centre of the Earth. Students discuss what parts of the clip they believe to be true and false. Students are introduced to the structure of the Earth as we know it to be today and are asked to write a creative story describing a scientifically correct journey to the centre of the Earth using the level ladder.